A Secondary Reanalysis of Student Perceptions of Non-Traditional Writing Tasks over a Ten Year Period

Autor/inn/en	McDermott, Mark A.; Hand, Brian
Titel	A Secondary Reanalysis of Student Perceptions of Non-Traditional Writing Tasks over a Ten Year Period
Quelle	In: Journal of Research in Science Teaching, 47 (2010) 5, S.518-539 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
Schlagwörter	Foreign Countries; Scientific Literacy; Transcripts (Written Records); Coding; Scientific Concepts; Science Instruction; Science Education; Secondary School Science; College Science; College Students; Teaching Methods; Learning Processes; Instructional Effectiveness; Questionnaires; Interviews; Classroom Research; Content Area Writing; Writing Assignments; Writing Attitudes; Heuristics; Research Methodology; Learning Theories; Elementary School Science; Elementary School Students; Secondary School Students; Student Attitudes; Australia; United States + Suchen Sie Ihr Suchwort? Ausland; Codierung; Programmierung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Unterrichtserfolg; Fragebogen; Interviewing; Interviewtechnik; Schriftliche Übung; Heuristik; Research method; Forschungsmethode; Learning theory; Lerntheorie; Sekundarschüler; Schülerverhalten; Australien; USA
Abstract	This study aims to add to the growing research related to the implementation of non-traditional writing tasks in classrooms to encourage science literacy. A secondary reanalysis methodology was employed to review student interviews collected as a part of several individual studies during a ten year research program. This method established an interpretive framework different than the particular frameworks guiding the individual studies. In doing so, a greater ability to generalize findings was sought. Main assertions emerging from the student responses analyzed include recognition of benefits of non-traditional writing, recognition of the need for particular task characteristics to encourage these benefits, and recognition of greater cognitive activity than is present in typical science classroom writing. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10